M.Ed. Curriculum and Instruction
master of education (m.ed.)
The Master's of Education (M.Ed.) program in Curriculum and Instruction is a 30 graduate credit hour program for students with teaching experience who wish to pursue new interests and extended study.
This program is for:
- U.S. candidates who already possess an initial license and want to enhance learning further in their area of licensure
- All candidates who want to explore new areas of interest such as policy, teacher leadership, teaching English Language Learners, universal design for learning, assessment, and special education
- International students who wish to engage with foundational and leading edge thinking and thinkers on curriculum, pedagogy, and educational reform;
- Private school educators, Boston College students enrolled in the fifth year program, and educators from areas such as publishing, curriculum design, and museum education
- Classroom teachers who wish to become educational leaders in their schools and districts.
This degree program does not lead to licensure, nor are students in this program eligible to apply for supervised practicum experiences.
Programs of study are planned and personalized in consultation with a faculty advisor to support and develop candidate's professional goals and progress towards completion. With careful planning and advising, the program can be completed in one academic year and two summers.
There are two required courses. Candidates select eight additional courses to construct a personalized and flexible pathway of study.
For more information about eligibility and licensure, visit the Teacher Education/Special Education, Curriculum and Instruction Department page.
Faculty: All faculty in the Department work with students in the Curriculum and Instruction master's program, based on the interest areas of each student.
In planning their program of studies candidates can complete one of the certificates of specializations offered by the Lynch School or can develop an area of individual focus in consultation with their advisor. Certificates and specializations include:
- Specialization in Autism Spectrum Disorder
- Specialization in Assessment Literacy & Data Use for Educators
- Certificate in Early Childhood Leadership
- Certificate in Positive Youth Development
- Certificate in Serving Exceptional Learners in Catholic Schools
Discipline focus areas provide knowledge and skills in one of the education fields such as:
Cross-discipline focus areas address important themes in education such as:
- Assessment/Program Evaluation
- Literacy, Language and Culture
- Policy, Leadership and Change in Education
- Special Education
- Teacher Leadership
- Teaching English Language Learners
- Universal Design for Learning (UDL) and Technology
View information on the graduate admission and financial aid process.
In line with accreditation standards and with our program mission, the following are the expected student learning outcomes upon completion of the program.
Students acquire the following learning outcomes:
- Develop and clarify their philosophy of education, in particular, their beliefs regarding the purposes and processes of effective curricular organization;
- Become familiar with different ways to conceptualize a school curriculum and with major curriculum designers, both past and present;
- Assess their own experiences with educational and curricular change as a means to gain greater insight into educational and institutional change processes writ large;
- Examine approaches to multicultural education, anti-racist education, and inclusion that aim to transform the curriculum;
- Explore the tensions and possibilities that face teachers day-in and day-out in the current social and political context;
- Learn alternative strategies for assessment that provide multiple and authentic measures of student learning;
- Analyze existing curricula in terms of various philosophical orientations;
- Examine implications and applications of learning theories as drawn from teachers in elementary and secondary schools as well as from professionals working in higher education and contexts outside of formal schooling;
- Consider how school curricula and pedagogical practices can be structured to promote social justice and democratic citizenship.